Read the following quotes And answer each Part in 2 paragraphs each.docx

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Read the following quotes: And answer each Part in 2 paragraphs each. "Put yourself in the position of an up-and-coming artist living in early-sixteenth-century Italy. Now imagine trying to distinguish yourself from the other artists living in your town: Michelangelo, Raphael, Leonardo, or Titian. Is it any wonder that the Italian High Renaissance lasted only 30 years?" — Jerry Saltz "New needs need new techniques. And the modern artists have found new ways and new means of making their statements ... the modern painter cannot express this age, the airplane, the atom bomb, the radio, in the old forms of the Renaissance or of any other past culture." — Jackson Pollock (American abstract-expressionist painter, 1912–1956) Part 1 A renaissance in a culture can be described as a "rebirth" a "new beginning," or "resurgence." In art, some of the periods of art are considered a "renaissance" of new stylistic choices that inspired artists. However, the culture at large can also be affected by a renaissance as architects, writers, musicians and other creative professionals embrace change. After reflecting on the quotes above, discus with classmates: What are your impressions of a "renaissance" or a "new birth" occurring in a culture? Can you think of a renaissance that has happened in the last 20 years in art, music, technology, or education? Part 2 What are your opinions of what can cause a renaissance? Is it always a good thing for a culture? Why or Why not? Is American society in a renaissance now? References Pollock, J. (n.d.). Retrieved from the Brainy Quote Web site: http://www.brainyquote.com/quotes/quotes/j/jacksonpol332830.html Saltz, J. (n.d.). Jerry Saltz quotes . Retrieved from the Brain Quote Web site: http://www.brainyquote.com/quotes/authors/j/jerry_saltz.html .

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Jerry Saltz quotes
. Retrieved from the Brain Quote Web site:
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read the following resources on Dr. Loïc researchHabitus a.docx

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Read the following essay from Becoming a Critical Thinker (p. 129). Create a 3-5 page (title page and references page not included) paper in APA format to substantiate your viewpoint (pro or con as it relates to the essay). Base your paper on the W.I.S.E approach (from Becoming a Critical Thinker, Chapter 2). Look for errors in thinking and explore viewpoints that are different from those expressed in the essay. Conduct research to support your viewpoint and include three references in your paper. How the Media Distort Reality TV and movie apologists are forever telling us that we have no business criticizing them because they are only holding a mirror up to reality. Many people buy that explanation, but they shouldn’t. It would be more accurate to say the media hold a magnifying glass to carefully selected realities—namely, the most outrageous and sensational events of the day, such as the tragic deaths of John F. Kennedy Jr. and Princess Diana, or the trials of celebrities such as O.J. Simpson, Kobe Bryant, and Michael Jackson. Consider how this happens. The first platoon of media people report the latest sensational story as it unfolds, squeezing each new development for all the airtime or newsprint it will yield. Meanwhile, agents and attorneys are negotiating the sale of movie and TV rights to the story. The sleazier the story, the greater the payoff. After the movie is produced, every situation comedy, detective show, and western drama builds an episode around the successful theme. In this way a single despicable, disgusting act—real or imagined—can generate months of sensational media fare. In short, the media exploit our social problems for ratings, feed us a steady diet of debasing material, celebrate irresponsible behavior, and then have the audacity to blame parents and teachers for the social problems that result. .

Read the following essay from Becoming a Critical Thinker (p. 12.docx

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Read the following information and understand the content, as you are going to be required to apply this information to three different passages: Paul-Elder Critical Thinking Framework Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul and Elder, 2001). The Paul-Elder framework has three components; two of which we will cover this semester: The elements of thought (Links to an external site.)Links to an external site. The intellectual standards (Links to an external site.)Links to an external site. According to Paul and Elder (1997), there are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking. Elements of Thought (reasoning) The "parts" or elements of thinking are as follows: All reasoning has a purpose All reasoning is an attempt to figure something out, to settle some question, to solve some problem All reasoning is based on assumptions All reasoning is done from some point of view All reasoning is based on data, information and evidence All reasoning is expressed through, and shaped by, concepts and ideas All reasoning contains inferences or interpretations by which we draw conclusions and give meaning to data All reasoning leads somewhere or has implications and consequences Universal Intellectual Standards The intellectual standards applied to these elements are used to determine the quality of reasoning. Good critical thinking requires having a command of these standards. According to Paul and Elder (1997 ,2006), the ultimate goal is for the standards of reasoning to become infused in all thinking so as to become the guide to better and better reasoning. The intellectual standards include: Clarity Could you elaborate? Could you illustrate what you mean? Could you give me an example? Accuracy How could we check on that? How could we find out if that is true? How could we verify or test that? Precision Could you be more specific? Could you give me more details? Could you be more exact? Relevance How does that relate to the problem? How does that bear on the question? How does that help us with the issue? Depth What factors make this difficult? What are some of the complexities of this question? What are some of the difficulties we need to deal with? Breadth Do we need to look at this from another perspective? Do we need to consider another point of view? Do we need to look at this in other ways? Logic Does all of this make sense together? Does your first paragraph fit in with your last one? Does what you say follow from the evidence? Significance Is this the most important problem to con.

Read the following information and understand the content, as you .docx

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Read the following excerpt from " Understanding Digital Kids (DKs): Technology & Learning in the New Digital Landscape ," an article regarding learning today: Recently, there were two recent cover stories in Time Magazine: Their conclusion was that children today are different. In fact, based on what we now know from the neurosciences and psychological sciences, what we’re now beginning to understand is that children today are FUNDAMENTALLY different than we are in the way they think, in the way they access, absorb, interpret, process and use information, and in the way they view, interact, and communicate in the modern world because of their experiences with digital technologies. If this is the case, it holds profound implications for all of us personally and professionally (Jukes, 2008, p. 14). Reflect on this selection and respond to the following questions: What are your thoughts on this statement? Do you feel today’s learner has a different way of learning than in the past? Defend your position. In your future role, how will you use this information? What implications does this have for your future role? .

Read the following excerpt from Understanding Digital Kids (DKs).docx

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Read the following edited U. S. Supreme Court case regarding student speech at a school assembly. Write a one-page legal brief based on your reading of the case. Use an abbreviated format of: Case, Citation, Facts of the Case, Question, Rulings, Rationale, and Implications. A sample of a case brief is located on page 28 of the Stader book. SUPREME COURT OF THE UNITED STATES 478 U.S. 675 (1986) Bethel School District No. 403 v. Fraser CHIEF JUSTICE BURGER delivered the opinion of the Court. We granted certiorari to decide whether the First Amendment prevents a school district from disciplining a high school student for giving a lewd speech at a school assembly. I On April 26, 1983, respondent Matthew N. Fraser, a student at Bethel High School in Pierce County, Washington, delivered a speech nominating a fellow student for student elective office. Approximately 600 high school students, many of whom were 14-year-olds, attended the assembly. Students were required to attend the assembly or to report to the study hall. The assembly was part of a school-sponsored educational program in self-government. Students who elected not to attend the assembly were required to report to study hall. During the entire speech, Fraser referred to his candidate in terms of an elaborate, graphic, and explicit sexual metaphor. Two of Fraser's teachers, with whom he discussed the contents of his speech in advance, informed him that the speech was "inappropriate and that he probably should not deliver it," App. 30, and that his delivery of the speech might have "severe consequences." During Fraser's delivery of the speech, a school counselor observed the reaction of students to the speech. Some students hooted and yelled; some by gestures graphically simulated the sexual activities pointedly alluded to in respondent's speech. Other students appeared to be bewildered and embarrassed by the speech. One teacher reported that, on the day following the speech, she found it necessary to forgo a portion of the scheduled class lesson in order to discuss the speech with the class. A Bethel High School disciplinary rule prohibiting the use of obscene language in the school provides: Conduct which materially and substantially interferes with the educational process is prohibited, including the use of obscene, profane language or gestures. The morning after the assembly, the Assistant Principal called Fraser into her office and notified him that the school considered his speech to have been a violation of this rule. Fraser was presented with copies of five letters submitted by teachers, describing his conduct at the assembly; he was given a chance to explain his conduct and he admitted to having given the speech described and that he deliberately used sexual innuendo in the speech. Fraser was then informed that he would be suspended for three days, and that his name would be removed from the list of candidates for graduation speaker at the school's commencement e.

Read the following edited U. S. Supreme Court case regarding student.docx

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Read the following case study to inform the assignment: Case Study: April Grade: 4th Age: 9 April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression. Communication goals in IEP: April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials. April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials. April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials. Part 1: 3 Day Unit Plan Use the “3 Day Unit Plan Template” located on the College Education site in the Student Success Center to complete this assignment. Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state’s ELA fourth grade literacy standards specific to vocabulary acquisition and use. Include the following in the unit plan: Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section. Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section. Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression. Specifically, incorporate the following into the unit plan to meet April’s needs: The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning. Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1. Part 2: Rationale Provide a 250-500 word rationale that explains: Why the instructional choices specifically meet April’s needs. How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is app.

Read the following case study to inform the assignmentCase Stud.docx

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Read the following Case Study and Answer the questions that follow. Mr. Munoz is a struggling young actor in Chicago who has battled alcoholism since approximately the age of 13 years. “There was a lot of fighting in our house when I was growing up,” he says. “Entering my middle school years, it just got worse,” he says. Mr. Munoz’s parents had violent fights. Although they were both very supportive of him, he cannot remember when they ever really got along. Still, Mr. Munoz was able to get through early adolescence as an honors student and starred on both the debate team and his school’s drama club. He even starred in an elaborate production of Shakespeare’s Richard III. “In our school,” he says, “if you were a drama club kind of kid instead of an athlete, you really had to prove yourself to be a real man to avoid getting picked on. I did that by drinking. We had lots of ways to sneak booze into the places we met, and it was kind of exciting at first. You’re 15 years old, you’re outside on a starry night in a big city, you’re with your friends, and there’s plenty of alcohol. It makes you feel like a big man.” Unfortunately, his parents never seemed to notice; therefore, Mr. Munoz never got help or encouragement to stop. “After high school, my stress—and the reasons I gave myself for drinking—got worse. Those good grades got me partial scholarships to some local colleges—but mostly for drama awards, which suited me fine. But when my parents found out I wanted to be an actor, they freaked out.” When Mr. Munoz refused to pursue prelaw, as his parents insisted, they withdrew all financial (and emotional) support, and they dissolved their marriage and household at the same time. “It wasn’t all bad,” Mr. Munoz says. “I used the best partial scholarship, stayed local, living with friends, and we all went to school part time and worked part time—mostly in bars. The party just sort of—yeah—continued.” Fourteen years later, Mr. Munoz is well known enough to “make a decent living” as an actor, teaching workshops on the side and waiting tables in the lean times. Half of his friends are now married and no longer trying to pursue acting. “As the loneliness has increased, so has my drinking,” he says. “I mean, I have friends, but I never married, so those old days are just gone. I never made it to the New York stage as I’d dreamed, so all I have of those old party days is the alcohol. Only the alcohol has remained available. It tastes like nostalgia, you know?” Because he started so young and because alcohol has played such a central role in his life, for the past 2 years, Mr. Munoz has already begun battling early stages of cirrhosis. “I sort of didn’t expect this until old age,” he says with a sad smile. “Imagine my shock.” He tells the nurse that he has not had a drink for 4 months. 1. Mr. Munoz was initially treated with neomycin, followed by lactulose. “The lactulose has worked better for me,” he says, “but it has some side effect.

Read the following Case Study and Answer the questions that follow..docx

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Read the following article "Silence Is Never Neutral; Neither Is Science". What claims are being made about the intersections of racism, research, and science? Have you heard about Henrietta Lacks (HeLa cells), James Marion Sims' research, or the Tuskegee experiments? Eugenics? What other historical or contemporary connections can you make? Have you seen the movie Get Out? What connections can be made between the film and scientific racism? .

Read the following article Silence Is Never Neutral; Neither .docx

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Read the following background on the time periods and societies in which Freud and Rogers lived. Sigmund Freud lived in a time of change that included a catastrophic world war that set the stage for an even bigger world war. Ten years after Freud’s birth in 1856, Austria went to war with Prussia in Germany. The result was the formation of the Austro-Hungarian Empire, which would expand and then disintegrate in the next 50 years. Freud was born into a wealthy, Jewish family and lived most of his life in Vienna, the Austrian capital. He would have been fully aware of the forces that marked profound changes in the 19th and early 20th centuries. He saw nationalist movements that destabilized the Austro-Hungarian Empire. World War I in 1914 was triggered by the assassination of Archduke Franz Ferdinand, the heir to the Austro-Hungarian throne. Consider that of the 7.8 million Austro-Hungarian forces that fought in the war, 90 percent (7.02 million) were causalities—killed, wounded, missing, or taken prisoner. (See the Optional Resource, WWI Casualty, and Death Tables, for these and additional statistics.) Freud also witnessed the rise of communism and fascism in Europe. When he died on September 23, 1939, Nazi Germany had invaded Poland and World War II had begun. As a Jew, he had left Vienna for England, where he died, to escape the Nazi threat. In comparison to the technology in the modern coffee shop, photography developed greatly in his lifetime, and the telephone was invented. But there were no computers or Internet or anything close to them. Telephones were not portable. And while there were hand-held cameras, they were nothing like the cell phone features of today. The Learning Resources on Carl Rogers provide background on his life. Note that he spent much of his early life living on a farm in the U.S. Midwest—the opposite environment from Freud’s urban setting in a major European capital—and initially went to college to study agriculture and then the ministry before becoming a psychologist. Born at the start of the 20th century in 1902, Rogers witnessed tremendous change and development in his lifetime. He was 14 when World War I began and 37 at the start of World War II, from which America emerged as a major world power. He witnessed the Nuclear Age and its arms race, and the Cold War between the U.S. and the Soviet Union for nearly 50 years following World War II. He also saw the Civil Rights Movement and the Women’s Movement in the United States. In terms of technology, when he died in 1987, there were digital cameras, mobile phones, and laptop computers, although not of the convenient size, speed, and multiple features of current devices. The Internet was in primitive use, although social sites like Facebook had not yet been founded. Reflecting on the settings in which Freud and Rogers lived and how they might view the following behaviors, choose one of these behaviors as the focus of your discussion Post a response .

Read the following background on the time periods and societie.docx

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Read the following below: Students will choose a topic from the HIST 1301 course and create a digital historical timeline project on ClioVis. Topics for this course can include but not limited to Indigenous Groups, European Colonization, Early American Slavery, American Revolution, Westward Expansion, the U.S. War with Mexico, the Antebellum South, and the Civil War. Directions: Part 1: 1. Create a ClioVis Account. (User name is ssimo03 ) (PW is [email protected] #QWE ) 2. Create a Project, Title it, and add a brief (3 sentence) preliminary project description by following the YouTube Link on Blackboard. (instructions on how to do that in link: https://www.youtube.com/watch?v=ZjieZbKJhUI&feature=youtu.be) .

Read the following belowStudents will choose a topic from the.docx

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Read the following articles: Censoring Student Newspapers: An Overview Student Newspapers Are Part of a Curriculum, Not Forums for Free Speech School Administrators Have No Right to Censor Student Newspapers Choose either of the two following arguments: School newspapers should be subject to censorship by faculty and/or school officials. Or School newspapers should have full First Amendment freedoms. Compose a short (1-2 page) essay addressing your chosen argument. Use any information you find valid to support your side. Use evidence and reason to support your argument. Avoid emotional appeals as much as possible. Write your essay in a Word document. Be sure to proofread for grammar and spelling. Include at least two sources in addition to those provided above. Add your sources in APA formatting on a separate page. .

Read the following articlesCensoring Student Newspapers An O.docx

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Read the following article, and answer the questions. (Upload a file with your answers before the submission deadline.) Cinelli G, Tollefsen T, Bossew P, et al. Digital version of the European Atlas of natural radiation. J Environ Radioact . 2019;196:240-252. doi:10.1016/j.jenvrad.2018.02.008 Digital version of the European Atlas of natural radiation.pdf Question 1: Visit the website of the European Atlas of Natural Radiation: https://remon.jrc.ec.europa.eu/About/Atlas-of-Natural-Radiation (Links to an external site.) Use EURDEP’s Gamma Dose Rates Advanced Map (listed under Real-Time Monitoring) to find the gamma dose rates in the following cities: Copenhagen London Paris Rome Warsaw Moscow Identify the cities with the highest and lowest dose rates. How many fold do they differ? Question 2: Examine the Annual Cosmic Ray Dose Map. Where are some of the highest hotspots for cosmic radiation exposure in Europe? Why is Norway’s cosmic radiation exposure so much higher than its neighboring country, Denmark? Question 3: Examine the European Indoor Radiation Map. Which small Central European country seems to have the lowest indoor radon levels? How does this country’s indoor radon levels compare with the World Health Organization’s recommended concentration limit for indoor radon? One might guess that this country’s lung cancer rate is among the lowest in Europe. Is it? Question 4: Compare the Indoor Radon Concentration Map to the Uranium in Soil Map. Are there any correlations between the two maps? Describe and explain. .

Read the following article, and answer the questions. (Upload a file.docx

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Read the following article Body Ritual Among the Nacirema (L.docx

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